A Classical Mnemonic for Older Learners: A Trip That Works!

Robertson‐Tchabo, Elizabeth A.; Hausman, Carol P.; Arenberg, David

doi:10.1080/0360127760010301

Cited by 87 publications

(37 citation statements)

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“…Training gains occurred in the trained task, but no gains occurred in the transfer tasks. Thus, although Stigsdotter Neely and Bäckman's [5] goal was to assess maintenance of training gains, their method and findings provide an excellent illustration of the lack of transfer that is often found with memory training [5,[6][7][8][9][10][11][12][13][14][15].…”

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confidence: 99%

“…In fact, successful generalization of memory training has often been limited to near transfer [20,21]. Moreover, some of the documented success has involved training the method of loci [16,21], but unfortunately, this method has also failed to yield reliable transfer [10,11]. In summary, although some researchers have reported reliable transfer, it is apparent that reliable techniques need to be discovered that may produce consistently robust transfer effects.…”

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confidence: 99%

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Promoting transfer in memory training for older adults

et al. 2010

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Promoting transfer in memory training for older adults

et al. 2010

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“…Although the method of loci has been found to benefit both young [Roediger, 1980] and elderly adults [Robertson-Tchabo et al, 1976], direct comparisons of its effectiveness in different age groups have been lacking. Such comparisons can be useful in determin ing whether or not mnemonics might alle viate the deficits in memory associated with aging [Craik, 1977].…”

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Differential Effects of a List-Learning Mnemonic in Three Age Groups

Rose¹,

Yesavage²

1983

Gerontology

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The effectiveness of a list-learning mnemonic was assessed across a wide range of ages. Young, middle-aged, and older adults attended a 3-day course in which a modified version of the method of loci was taught. Tests of free recall were administered at the beginning and end of the course. All three age groups displayed significantly better recall following instruction in the mnemonic than they did initially; however, the amount of improvement was less in older subjects than younger ones. These results, though indicating the mnemonic to be effective for young and old alike, suggest the development of encoding and retrieval deficits with age.

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“…As shown in Figure 1, intelligence tests, learning and memory tests, and problem solving tests have been administered at various times over the course of the study. Data on the normal course of cognitive aging have been widely published (Alder, Adam, & Arenberg, 1990;Arenberg, 1974Arenberg, , 1976Arenberg, , 1978Arenberg, , 1982Arenberg, , 1987Arenberg, , 1990Arenberg & Thorne, 1976;Giambra, Zonderman, Friz, Arenberg, & Costa, 199 1;Robertson-Tchabo, Hausman, & Arenberg, 1976), but until now, little data has been available relevant to the long-term prediction of cognitive impairment. This paper examines the Benton Visual Retention Test and the WAIS Vocabulary subtests because these are tests for which the most data are available.…”

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confidence: 99%